2016 - Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions

Attribution: Lopez, Carlos, & Jones, Stephanie J.
Researchers: Carlos LopezStephanie J. Jones
University Affiliation: Chapman University, Texas Tech University
Email: stephanie.j.jones@ttu.edu
Research Question:
1) What background characteristics, community college experiences, and university experiences predict academic adjustment for community college transfer students in engineering and other STEM (nonengineering) disciplines? 2) What background characteristics, community college experiences, and university experiences predict cumulative GPA for community college transfer students in engineering and other STEM (nonengineering) disciplines?
Published: Yes
Journal Name or Institutional Affiliation: Community College Journal of Research and Practice
Journal Entry: 41:3, 168-182
Year: 2016
Findings:

– Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university.
– The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning.
– The findings demonstrate that the more that students visit and approach instructors after class, discuss career plans, and ask advice about class projects at both the community college and university, the more likely they are to adjust better academically in a university.
– Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class- not only with their peers, but also with faculty.
– Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.

 

Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: academic adjustmentAcademic SuccessCommunity CollegeEngineeringSTEMTransferRegions: MWMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Descriptive StatisticsMultiple Regression Equation Sampling Frame:Community College Students that Transferred
Sampling Types: Non-Random - PurposiveAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:

This study is grounded in Astin’s (1984) development theory based on student involvement. He asserted that students who become more involved in academic and social activities as well as invest more time participating in student learning activities and academic work, are more likely to succeed.

The Laanan-Transfer Students’ Questionnaire from 1998 was utilized. The targeted population of this study was students who were currently pursuing a STEM degree at a Mid-Western Research University (MRU) and who had transferred from a community college between fall 2009 and spring 2011. The purpose of this study was to examine the experiences of students who transferred from a community college to pursue a STEM baccalaureate degree at a MRU. The questionnaire is divided into three sections: (a) Background Information, (b) Community College Experiences, and (c) University Experiences. The sample size was compromised of 280 students total: 200 students were from STEM non-engineering and 80 from engineering

DVs:
– Academic Adjustment- This represented the experience of STEM nonengineering and engineering transfer students overall and their academic adjustment to (MRU). The academic adjustment construct included the following items: The large class intimidated me, I experienced a dip in grades (GPA) during my first semester, I often feel (felt) overwhelmed with the size of the student body, and my level of stress increased when I started at [MRU].
– Cumulative GPA A of the students after a year of transferring to the university environment.

IVs:
– Background variables: current place of residence (during the academic year), highest academic degree intended to obtain at any college, highest level of education completed by parents, the best estimate of parents’ total household income (previous year), gender, age, and ethnic background.

– Community college experiences variables: the hours per week that they spent on campus, studying, or preparing for classes and working at a job for pay; also asked was what type of degree, diploma, or certificate (if any) was received. This section also asked participants to rate their experience and the level of agreement with specific statements such as general courses, academic advising/counseling services, transfer process, course learning activities, faculty-student interactions, and learning and study skills.

-MRU experience variables: weekly hours spent working at a job for pay, their most important reason for attending MRU, and the influential reasons for deciding to attend MRU. Additionally, students were asked about their attendance and experiences at the MRU-sponsored transfer orientation. They were also asked about MRU course learning activities, faculty-student experiences, general perceptions, adjustment process, and overall satisfaction.

Theoretical Framework:
Relevance:Community College and STEM
Archives: K-16 STEM Abstracts